Dr Sue Gordon
Honorary Senior Lecturer
Mathematics Learning Centre
Phone: +61 2 9351 4061
Fax: +61 2 9351 5797
Research on teaching and learning
- Learning and teaching in higher education
- Mathematics and science
higher education, pedagogy, statistics education, student diversity, support in mathematics education
Dr Sue Gordon is Honorary Senior Lecturer at the Mathematics Learning Centre and Honorary in the Faculty of Education and Social Work at The University of Sydney, Australia. Her research is concerned, broadly, with teaching and learning in higher education including statistics education.
NB Dr Gordon is not available for doctoral supervision from 2014.
University of Sydney Excellence in Teaching Award
Professional and community roles
Editorial Board:Studying Teacher Education (2005-present)
- Learning and using statistics for research in creative and qualitative disciplines
- University teachers’ conceptions of student diversity in their classes
- Experiences of coordinators, teachers and students in mathematics bridging courses
Current research students
|Project title||Degree||Research student|
|Comparing ‘apples with apples': Professional accounting practices in university classroom discourse||PhD||Jennifer McPherson|
- Gordon, S., Reid, A. and Petocz, P. . (2014). Researchers’ use of statistics in creative and qualitative disciplines. In MacGillivray, H., Martin, M. and Phillips, B. (Eds.), Australian Conference on Teaching Statistics – Topics from OZCOTS 2008–2012 Springer.
- Gordon, S., Reid, A. & Petocz, P. . (2012). Students’ and lecturers’ views of engagement in higher education. In I. Solomonides, A. Reid and P. Petocz (Eds.), Engaging with Learning in Higher Education (pp. 71–93), Faringdon, Oxfordshire: Libri Publishing.
- Petocz, P., Gordon, S. & Reid, A. (2012). Towards a method for research interviews using e-mail. In C. S. Silva (Ed.), Online Research Methods in Urban and Planning Studies (pp. 70–85), Hershey, Pennsylvania: IGI Global.
- Gordon, S. (2011). Opportunities for learning — A self-study of teaching statistics in a Mathematics Learning Centre. In S. Schuck and P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content. (pp. 119–134), New York: Springer.
- Gordon, S. & Nicholas, J. (2015). What do bridging students understand by ‘assumed knowledge’ in mathematics? . International Journal of Innovation in Science and Mathematics Education, 23(1), 10–20.
- Gordon, S. & Nicholas, J. (2013). Prior decisions and experiences about mathematics of students in bridging courses. International Journal of Mathematical Education in Science and Technology.
- Gordon, S. & Nicholas, J. (2013). Students’ conceptions of mathematics bridging courses. Journal of Further and Higher Education.
- Gordon, S., Reid, A. & Petocz, P. (2010). Educators’ conceptions of student diversity in learning and teaching. Studies in Higher Education, 35(8), 961–974. DOI:10.1080/03075070903414305
- Reid, A., Petocz, P. & Gordon, S. (2010). University teachers’ intentions for introductory professional classes. Journal of Workplace Learning, 22(1,2), 67–78. DOI:10.1108/13665621011012861
- Gordon, S. & Nicholas, J. (2010). Teaching with examples and statistical literacy: Views from teachers in statistics service courses. International Journal of Innovation in Science and Mathematics Education, 18(1), 14–25.
- Gordon, S. Petocz, P. & Reid, A. (2009). What makes a ‘good’ statistics student and a ‘good’ statistics teacher in service courses?. The Montana Mathematics Enthusiast, 6(1 & 2), 25–40.
- Reid, A., Petocz, P. & Gordon, S. (2008). Research interviews in cyberspace. Qualitative Research Journal, 8(1), 47–61. DOI:10.3316/QRJ0801047
- Buchanan, J., Gordon, S. & Schuck, S. (2008). From mentoring to monitoring: The impact of changing work environments on academics in Australian universities. Journal of Further and Higher Education, 32(3), 241–250.
- Schuck, S., Gordon, S. & Buchanan, J. (2008). What are we missing here? Problematising wisdoms on teaching quality and professionalism in higher education. Teaching in Higher Education, 13(5), 537–547. DOI:10.1080/13562510802334772
- Gordon, S., Reid, A. & Petocz, P. (2007). Teachers’ conceptions of teaching service statistics courses. International Journal for the Scholarship of Teaching & Learning, 1(1).
- Gordon, S. (2004). Understanding students' experiences of statistics in a service course. Statistics Education Research Journal, 3(1), 40–59.
- Gordon, S. & Fittler, K. (2004). Learning by teaching: a cultural historical perspective on a teacher's development. Outlines - Critical Social Studies, 6(2), 35–46.
- Cooper, I., Frommer, M., Gordon, S. & Nicholas, J. (2002). University teachers’ conceptions of memorising in learning science. Higher Education Research & Development, 21(3), 305–321. DOI:10.1080/0729436022000020797
- Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). Qualitatively different experiences of learning mathematics at university. Learning and Instruction, 8(5), 455–468. DOI:10.1016/S0959-4752(98)00005-X
- Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). University mathematics students’ conceptions of mathematics. Studies in Higher Education, 23(1), 87–94. DOI:10.1080/03075079812331380512
- Gordon, S. & Nicholas, J. . (2012). Measuring the impact of early mathematics support for students enrolled in an introductory calculus unit of study. In M. Sharma & A. Young Proceedings of the Australian Conference on Science & Mathematics Education (18th Annual UniServe Science Conference - Teaching and Learning Standards: What does a standard mean to you) (pp. 99–104). The University of Sydney, 26-28 September.
- Gordon, S. & Nicholas, J. . (2011). Challenges and responses: lessons from students in mathematics bridging courses. In J. Hannah & M. Thomas Proceedings of the Eighth Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics (pp. 111–119). Rotorua, 27 November – 2 December.
- Gordon, S. & Nicholas, J. (2010). Teachers’ reflections on the challenges of teaching mathematics bridging courses. In M. D. Sharma Proceedings of the 16th UniServe Science Annual Conference - Creating ACTIVE Minds in our Science and Mathematics Students (pp. 58–64). The University of Sydney, 29 September-1 October.
- Gordon, S. & Nicholas, J. (2009). Using examples to promote statistical literacy. In A. Hugman Uniserve Science - Motivating Science Undergraduates: Ideas and interventions (pp. 58–64). The University of Sydney, 1-2 October.
- Gordon, S., Petocz, P. & Reid, A. (2007). Tools, artefacts, resources and pedagogy—stories of international statistics educators. In P. L Jeffery Australian Association for Research in Education 2006 Conference Papers. Adelaide, 26-30 November.
- Gordon, S., Reid, A. & Petocz, P. (2010). Editorial: Qualitative approaches in statistics education research, Statistics Education Research Journal, 9(2), 2-6.
- Gordon, S. (1998). Understanding students learning statistics — an activity theory approach, Unpublished doctoral thesis, University of Sydney.